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The impact of pedagogical agent gesturing in multimedia learning environments: A meta-analysis
ARTICLE

Educational Research Review Volume 24, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

A meta-analysis consisting of 20 experiments (N = 3841) on the influence of pedagogical agent (PA) gesturing in multimedia environments revealed that gestures have a small-to-medium impact on near transfer of knowledge (g = 0.39), retention of learning (g = 0.28), and agent persona (g = 0.44), but a minimal impact on reducing cognitive load (g = 0.13). Moderator analysis discovered that humanoid agents had a small effect on decreasing cognitive load (g = 0.24), while character agents had a minimal to small effect on increasing cognitive load (g = - 0.18). Interestingly, a deeper analysis found that the differences in effect sizes for near transfer and retention might be due to the learning outcome measured and not the design of the PA. Overall, the findings revealed that PA gestures are beneficial for student learning and perception in multimedia learning environments.

Citation

Davis, R.O. (2018). The impact of pedagogical agent gesturing in multimedia learning environments: A meta-analysis. Educational Research Review, 24(1), 193-209. Elsevier Ltd. Retrieved May 20, 2022 from .

This record was imported from Educational Research Review on January 31, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2018.05.002

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